7. ART OF QUESTIONING

Now, let's discuss the art of questioning. In traditional way of teaching students are asked by the teacher with questions that involves the memorization of concept, thus the students are bounded by rote knowledge. As a 21st century teacher, we need to know how well the students comprehend the lesson or the topic and so we need to have follow up questions and probing.

ART OF QUESTIONING

• The heart of any effective teaching strategy.

• considered one of the mosty delicate skills that a teacher must possess.

• provide certain direction or instructions for learners

• good questions help arouse stuidents' curiosity and they help stimulate and direct teaching and learning at the same time.

USES OF QUESTIONS

• stimulate thingking

• diagnose difficulties

• discover interests

• help organize aand eveluate

• develop new appreciations and attitudes

• provide drill and practice

• focus attention to the key points of the lesson

AN EFFECTIVE QUESTION

• Must be within the different needs and levels of the students

• may be asked on the basis of purpose, skills to be developed, the target learning and the topic to be taught.

TECHNIQUES OF QUESTIONING

1. Questions should be asked in a natural and well- modulated voice.

2. A teacher should ask the question first and then wait for the class to think about it before calling on a student to answer the question(s).

3. A teacher should avoid resorting to any mechanical system of fielding questions to the class (alphabetical order, row by row).

4. Teacher should ask questions that are really interesting and thought provoking.

5. Teachers increase their repertoire of type of questions.

6. Teachers provide cues:

• Acknowledging the correct part of the answer and calling attention to the wrong portion

• Supplying hints or tips

• Immediately asking another question to clarify the former

• redirecting and refocusing

PURPOSE FOR ASKING QUESTIONS

ASSESSING COGNITION

This type of questions is used to determine one's knowledge in understanding. They promotoe high level thingking. Divergent questions and open-eneded inquiries call for analysis and evaluation.

VERIFICATION

It determines the exactness or accuracy of the results of an ativity or performance.

CREATIVE THINGKING

It probes into one's originality . It involves your own interpretation/idea about the topic.

EVALUATING

It elicits responses that include judgments, value and choice. It also asks personal opinion about an event, a policy or a person.

PRODUCTIVE THINGKING

It included cognitive reasoning. It analyses facts, recognizes patterns or tredns and invokes memory and recall.

MOTIVATING

Before discussing the lesson, a number of questions about the topic can serve to arouse their interest and focus attention. It attempts to put studnets in the right mood.

INSTRUCTING

The questions asks for useful information. It Directs, guides and advises on what and how to do an activity.

TYPES OF QUESTIONS ACCORDING TO LEVEL

LOW LEVEL QUESTIONS

• They include memory questions or those that require simple recall.

HIGH LEVEL QUESTIONS

• These questions call for a respondent's ability to analyze, evaluate and solve problems.

CONVERGENT QUESTIONS

• They are questions that require a single predictable answer.

DIVERGENT QUESTIONS

• They require the respondents to think in "different directions, to think of alternative actions or to arrive at own decision. there are several possible answers.

Reference:

Principles of Teaching

14th Edition

Copyright, 2015

by Brenda B. Corpuz, Ph.D. & Gloria G. Salandanan, Ph. D.